/0>  <£   >  —~r- 

S.  R.  S.  Doc.  50.  A.  I.-3. 

U.  S.  DEPARTMENT  OF  AGRICULTURE, 

STATES  RELATIONS  SERVICE." 


A.  C.  TRUE,  Director. 


FOOD  REQUIREMENTS  OF  THE  HUMAN  BODY.1 

SUGGESTIONS  FOR  TEACHERS  IN  SECONDARY  SCHOOLS. 

INTRODUCTION. 

The  present  high  cost  of  food  materials  is  the  cause  of  a  general 
interest  in  the  economical  use  of  human  food.  Before  we  can  ap- 
proach efficiency  in  the  selection  and  use  of  foods,  we  must  under- 
stand some  of  the  basic  principles  which  underlie  the  food  require- 
ments of  human  beings.  Although  much  may  be  done  to  make  this 
principle  clear  to  adults,  the  subject,  to  have  a  far-reaching  effect, 
should  be  taught  to  a  greater  number  of  students  in  our  public 
schools.  Surely  there  is  no  subject  more  important  than  the  human 
body  and  its  needs.  We  should  give  at  least  as  careful  a  considera- 
tion in  our  schools  to  problems  which  arise  in  the  feeding  of  the 
human  family  as  we  do  the  feeding  of  live  stock.  A  series  of  bulle- 
tins on  How  to  Select  Foods  should  be  welcomed  by  teachers  as  well 
as  housewives. 

RELATION  OF  SUBJECT  TO  CURRICULUM. 

A  phase  of  home  economics. — Although  a  study  of  the  food  re- 
quirements of  the  human  body  may  involve  technical  questions  be- 
yond the  reach  of  secondary  students  the  elementary  principles  may 
be  made  sufficiently  clear  to  form  a  basis  for  a  course  in  cooking.  The 
subject  should  be  dealt  with  in  a  more  exhaustive  manner  in  a  course 
in  dietetics.  Either  a  class  in  cooking  or  a  class  in  dietetics  will  find 
In  the  bulletin  applications  of  principles  with  detailed  suggestions  for 
practical  work. 

I? elation  to  physiology  and  general  biology. — Progressive  teachers 
of  human  physiology,  whether  they  are  teaching  the  subject  as  an 
independent  course  or  as  a  phase  of  general  biology,  are  making 
eve>\v  effort  to  bring  the  subject  into  direct  connection  with  the 
present-day  needs  of  the  students.  A  consideration  of  the  food  re- 
quirements of  the  body  will  have  much  more  meaning  when  trans- 
lated in  terms  of  food  materials  found  on  the  market  and  which  are 
being  used  by  the  students  daily.  In  connection  with  a  study  of 
human  nutrition,  classes  in  physiology  may  devote  several  lessons 

1  Based  upon  Farmers'  Bulletin  808,  How  to  Select  Food. — I,  What  the  Body  Needs. 
Prepared  by  H.  P.  Barrows.  Specialist  in  Agricultural  Education,  under  the  direction 
of  C.  H.  Lane,  Chief  Specialist  in  Agricultural  Education.   States  Relations  Service. 

94117°— 17 


profitably  to  a  discussion  of  the  question,  How  to  select  foods,  as  dis- 
cussed in  Farmers*  Bulletin  808. 

A  part  of  the  course  in  general  science. — Courses  in  general  science 
are  becoming  more  and  more  popular  as  a  means  of  meeting  the 
needs  of  students  entering  the  high  school.  The  most  successful 
teachers  of  general  science  are  fitting  the  course  to  meet  the  needs  of 
the  local  community  as  well  as  adapting  it  to  meet  the  needs  of  the 
students. 

Inasmuch  as  a  study  of  the  food  requirements  of  the  human  body 
involves  a  number  of  the  sciences  and  has  a  direct  relation  to  the 
students  and  their  present-day  needs,  it  makes  an  excellent  subject  to 
consider  in  a  general  science  course. 

Correlations. — If  the  girls  are  studying  human  nutrition  in  home 
economics  at  the  same  time  they  are  taking  a  course  in  physiology, 
there  should  be  close  cooperation  between  the  teachers  with  a  view 
of  correlating  the  subjects.  In  the  main  the  principles  should  be 
learned  in  the  physiology  class  and  applied  in  home  economics.  Like- 
wise there  will  be  opportunities  in  home  economics  for  the  applica- 
tion of  other  phases  of  biology  and  chemistry,  whether  learned  in 
a  special  course  or  in  the  course  in  general  science.  If  the  boys  are 
studying  the  general  principles  of  nutrition  in  their  course  in  ani- 
mal husbandry,  there  should  be  little  difficulty  in  applying  those 
principles  to  human  nutrition  in  one  of  their  science  courses.  The 
teacher  should  know  what  other  subjects  his  students  are  taking  and 
have  taken  in  order  that  there  ma}7  be  effective  correlation  without 
wasteful  duplication.  The  courses  the  students  have  had  and  their 
age  and  capacity  will  determine  largely  the  way  the  subject  is  han- 
dled. An  understanding  of  the  nutritive  value  of  food  based  on 
energy  values  and  the  working  out  of  nutritive  meals,  which  will 
be  comparatively  simple  to  students  who  have  had  some  physics, 
may  be  technical  enough  to  discourage  younger  students.  The  appli- 
cation of  principles  as  brought  out  in  the  bulletin  should  be  within 
the  reach  of  all  high-school  students. 

CLASSROOM  INSTRUCTION. 

Use  of  reference  material. — Special  courses  in  home  economics  deal- 
ing with  the  general  principles  of  nutrition  or  with  the  preparation 
of  foods  may  be  based  upon  somewhat  extensive  outlines  with  texts 
and  references.  In  connection  with  such  courses,  Farmers'  Bulletin 
808,  How  to  Select  Foods — I,  What  the  Body  Needs,  will  be  welcomed 
as  an  additional  reference  to  aid  in  making  a  somewhat  technical 
subject  clear  to  younger  students  as  well  as  for  the  practical  sugges- 
tions given.  This  bulletin  may  very  well  be  made  the  basis  for  the 
consideration  of  the  subject,  given  in  connection  with  physiology 
or  general  science  as  suggested.    If  the  students  are  able  to  go  more 


deeply  into  the  subject,  or  if  there  is  time  to  treat  any  phase  of  the 
subject  more  extensively,  an.  abundance  of  reference  material  is 
available.  A  list  of  department  publications  on  related  subjects  is 
given  at  the  end  of  this  document.  These  other  bulletins  may  be 
used  to  adapt  the  work  to  the  needs  and  interests  of  individual  stu- 
dents. A  student  interested  in  dairying  may  make  a  special  report 
on  milk  as  food,  or  a  student  whose  interests  are  in  connection  with 
horticulture  may  be  assigned  a  bulletin  on  the  use  of  fruit  as  food 
or  upon  the  food  value  of  potatoes.  Where  there  is  not  time  for 
these  reports  to  be  given  orally,  written  reports  to  the  teacher  may 
be  required.  The  school  should  keep  a  file  of  these  bulletins  for  ref- 
erence use,  and  should  encourage  students  to  make  individual  col- 
lections of  the  bulletins  in  which  they  have  a  special  interest. 

Use  of  illustrative  material. — In  visualizing  lessons  on  food  re- 
quirements the  blackboard  may  be  used  to  good  advantage  in  showing 
the  relative  composition  of  foods  in  a  graphic  way.  Suggestions 
for  such  graphs  may  be  obtained  from  the  reference  material.  A 
series  of  15  colored  charts  showing  the  composition  of  foods  may 
be  obtained  from  the  Superintendent  of  Documents,  Government 
Printing  Office,  Washington,  D.  C,  for  $1.  These  charts  have  proved 
very  helpful  in  connection  with  the  teaching  of  foods  and  nutrition. 

Although  the  students  may  secure  some  idea  of  the  food  for  vari- 
ous family  requirements  from  the  lists  given,  a  more  lasting  impres- 
sion will  be  given  from  such  illustrations  as  those  contained  in  the 
bulletin.  A  still  better  impression  will  be  given  if  the  actual  food 
materials  all  illustrated  are  placed  before  the  students. 

Sequence  of  subject  matter. — With  beginning  students  it  will  be 
well  to  approach  the  subject  in  an  inductive  manner  as  the  topics 
are  discussed  in  the  bulletin.  Beginning  with  concrete  material  as 
discussed  under  the  heading.  "  The  Day's  Food,"  the  more  abstract 
principles  of  food  requirements  are  approached  through  the  topics, 
u  What  the  Day's  Food  Should  Provide,"  and  "  Grouping  Foods  to 
Show  Their  Uses/'  The  latter  topic  is  essentially  a  discussion  of  the 
composition  of  foods. 

Students  who  have  had  some  chemistry  and  physiology  may  begin 
with  the  composition  of  food  and  the  needs  of  the  human  body  in 
nutrition  and  then  show  the  application  of  the  principles  as  involved 
in  working  out  meals  for  the  family. 

PRACTICAL  WORK. 

School  practicums. — Classes  in  home  economics  will  doubtless  have 
a  kitchen  and  dining  room  in  which  meals  may  be  prepared  and 
served.  In  the  more  advanced  courses  in  cooking  each  of  the  girls 
should  have  opportunity  to  plan  and   prepare  meals  on   her  own 


responsibility.  Such  work  not  only  gives  practice  needed  in  con- 
nection with  preparation  and  serving,  but  also  furnishes  the  final 
test  as  to  whether  the  principles  of  food  selection  have  been  grasped. 
Whether  it  is  possible  to  give  the  actual  practice  in  preparing  meals 
or  not,  abundant. practice  should  be  given  in  the  planning  of  meals. 
It  is  preferable  to  have  most  of  this  work  that  of  individual  members 
to  be  criticized  by  the  class  as  a  whole. 

The  sample  meals  given  on  page  6  of  the  bulletin  may  be  considered 
suggestive.  They  may  be  modified  to  meet  the  needs  of  a  family  of 
different  size  or  adjusted  to  meet  market  conditions.  It  will  be 
well  to  assign  problems  to  indh  idual  students  to  work  out  meals  for 
various  purposes  and  then  have  them  criticized  by  the  class  in  the 
light  of  what  the  bulletin  suggests. 

Home  practicums. — In  connection  with  science  classes  or  classes  in 
home  economics  which  do  not  have  equipment  adequate  for  practice 
for  all  an  effort  should  be  made  to  link  the  practical  work  of  the  home 
with  the  instruction  given  at  school.  The  menus  planned  at  school 
may  be  prepared  and  served  at  home.  An  accurate  record  of  the  work 
done  and  the  materials  used,  with  costs,  should  be  kept  and  a  report 
made  to  the  class.  Such  home  practicums  may  very  well  supplement 
the  practice  work  at  the  school,  as  the  home  work  is  done  under  the 
conditions  of  actual  life.  Girls  who  do  not  have  charge  of  the  home 
cooking  may  help  their  mothers  in  taking  advantage  of  the  sugges- 
tions of  the  bulletin. 

A  school  project. — In  a  number  of  schools  more  extensive  practice 
is  given  for  the  class  as  a  whole,  such  as  preparing  and  serving  meals 
regularly  for  members  of  the  faculty  or  others.  In  a  Virginia  school 
the  class  in  home  economics  prepares  a  luncheon  regularly  for  the 
members  of  the  local  farmers'  institute  in  connection  with  their 
monthly  meetings.  Even  some  small  schools  having  no  regular 
kitchen  equipment  and  making  no  attempt  to  give  a  definite  course  in 
home  economics  are  securing  good  results  in  the  preparation  of  school 
lunches  for  students.  For  divections  for  the  preparation  of  these 
lunches  see  Farmers'  Bulletin  712.  School  Lunches. 

A  home  project. — If  there  is  opportunity  for  any  members  of  the 
class  to  take  hold  of  the  selection  of  food  for  the  family  at  home  in 
such  a  manner  that  the  work  may  be  planned  and  carried  out  in  a 
definite  way  in  connection  with  the  work  at  school,  school  credit 
should  be  given  for  this  work  according  to  its  educational  value.  To 
have  such* educational  value  the  work  should  present  problems  new 
to  the  student ;  it  should  involve  a  definite  plan  and  the  keeping  of 
accurate  records  and  accounts;  with  a  written  report  of  the  work 
done:  and  should  have  the  supervision  of  the  teacher  or  some  other 
competent  person.1 


COMMUNITY  SERVICE. 

Although  a  permanent  foundation  for  greater  economy  and  effi- 
ciency in  the  feeding  of  the  human  race  may  be  laid  best  by  teaching 
the  subject  in  the  schools  there  is  a  pressing  need  at  the  present  time 
to  take  information  concerning  the  selection  of  foods  direct  to  the 
adult  consumer.  Teachers  of  home  economics  and  related  science 
who  have  the  spirit  of  community  service  are  doing  a  good  deal  to 
aid  school  patrons  and  others  interested  in  lowering  the  cost  of  living. 
Some  teachers  have  organized  classes  for  adults  in  which  the  selection 
and  preparation  of  food  is  taken  up  in  a  practical  wTay.  Others  have 
given  public  lectures  and  demonstrations.  As  a  rule  demonstrations 
are  more  interesting  and  profitable  than  lectures.  Lectures  accom- 
panied by  lantern  slides  or  charts  may  be  made  interesting  and  profit- 
able, however.  The  bulletin  may  ver}^  well  furnish  the  material  for 
the  beginning  number  of  a  series  of  lectures  on  How  to  Select  Foods. 
The  concrete  food  materials  arranged  to  meet  different  needs  as 
shown  in  the  illustrations  of  the  bulletin  will  help  to  illustrate  such  a 
lecture. 

Any  community  service  in  which  the  students  take  part  has  a 
double  value  as  it  gives  practice  to  the  students  and  helps  to  develop 
within  them  a  social  spirit.  In  connection  with  the  work  in  home 
economics  an  exhibit  of  food  materials,  equipment,  and  methods  of 
preparation  at  the  school  should  be  helpful  in  arousing  interest  in 
the  community.  Each  member  of  the  class  should  be  assigned  some 
demonstration  or  given  some  other  active  part  in  such  an  exhibi*. 

1  The  following  department  bulletins,  while  they  deal  with  problems  of  teaching 
agriculture,  may  be  suggestive  to  teachers  of  home  economics  and  other  sciences  :  346, 
Home  Projects  in  Secondary  Courses  in  Agriculture,  and  385,  School  Credit  for  Home 
Practice  in  Agriculture. 


6 

PUBLICATIONS  OF  THE  UNITED  STATES  DEPARTMENT  OF  AGRI- 
CULTURE  PERTAINING  TO  FOODS  AND  THEIR  PREPARATION. 

AVAILABLE    FOR   FREE   DISTRIBUTION   BY  THE  DEPARTMENT. 


Title. 


Meats:  Composition  and  Cooking 

Beans,  Peas,  and  Other  Legumes  as  Food 

Principles  of  Nutrition  and  Nutritive  Value  of  Food 

Canned  Fruits,  Preserves,  and  Jellies 

Cereal  Breakfast  Foods 

Preparation  of  Vegetables  for  the  Table 

Evaporation  of  Apples 

Use  of  Fruit  as  Food 

Food  Value  of  Corn  and  Corn  Products 

Canning  Vegetables  in  the  Home 

The  Use  of  Milk  as  Food 

Care  of  Food  in  the  Home 

Bread  and  Bread  Making 

Economical  Use  of  Meat  in  the  Home 

Canning  Peaches  on  the  Farm 

Canning  Tomatoes  at  Home  and  in  Club  Work 

Mutton  and  Its  Value  in  the  Diet 

Sugar  and  Its  Value  as  Food 

Pop  Corn  for  the  Home 

Uses  of  Corn,  Kafir,  and  Cowpeas  in  the  Home 

Corn  Meal  as  a  Food  and  Ways  of  Using  it 

Production  of  Clean  Milk 

Home  Manufacture  and  Use  of  Unfermented  Grape  Juice. . . 

Honey  and  Its  Uses  in  the  Home 

School  Lunches 

Food  for  Young  Children 

How  to  Select  Foods.    I.  What  the  Body  Needs 

Bread  and  Bread  Making 

Food  Value  and  Uses  of  Poultry 

Potatoes,  Sweet  Potatoes,  and  Other  Starchy  Roots  as  Food 
Eggs  and  Their  Value  as  Food 


Publication. 


Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
Farmers'  Bulletin 
D.ept.  Bulletin  467. 
Dept.  Bulletin  468. 
Dept  Bulletin  471. 


34. 
121. 
142. 
203. 
249. 
256. 
291. 
293. 
298. 
359. 
363. 
375. 
389. 
391. 
426. 
521. 
526. 
535. 
553. 
559. 
565. 
602. 
644. 
653. 
712. 
717. 
808. 
807. 


FOR  SALE  BY  THE  SUPERINTENDENT  OF  DOCUMENTS. 


Title. 


Price. 


Fish  as  Food 

The  Food  Value  of  Beans 

Meat  on  the  Farm:  Butchering,  Curing  and  Keeping 

Durum  Wheat  for  Macaroni  and  Bread  Making 

Digestibility  of  Fish  and  Poultry 

Cooking  Cereal  Foods 

Nuts  and  Their  Uses  as  Foods 

Cooking  Beans  and  Other  Vegetables 

Jelly  and  Jelly  Making 

Market  Classes  and  Grades  of  Meat 

The  Utilization  of  Dairy  By-Products  as  Food . . 

Cheese  and  Its  Economical  Uses  in  the  Diet 

Uses  of  the  Sweet  Potato 

Extension  Course  in  Vegetable  Foods 

Studies  on  Fruit  Juices 

Fats  and  Their  Economical  Use  in  the  Home 


Farmers'  Bulletin  85 

Farmers'  Bulletin  169 .. . 
Farmers'  Bulletin  183 .. . 
Farmers'  Bulletin  251 . . . 
Farmers'  Bulletin  276 . . . 
Farmers'  Bulletin  316 .. . 
Farmers'  Bulletin  332. .. 
Farmers'  Bulletin  342. .. 
Farmers'  Bulletin  388 .. . 
Farmers'  Bulletin  435. .. 
Farmers'  Bulletin  486 .. . 
Farmers'  Bulletin  487. .. 
Farmers'  BuHetm  517. . . 
Department  Bulletin  123 
Department  Bulletin  241 
Department  Bulletin  469 


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WASHINGTON  :  GOVERNMENT  PRINTING  OFFICR  I  1917 


UNIVERSITY  OF  FLORIDA 

ii  i  nun  ii 

3  1262  08928  7691 


